Altering Knowledge but Not Religiosity: A Field Experience on World Religions

• In Event: Addressing Beliefs and Notions of Preservice Teachers

Abstract

The purpose of this mixed methods study was to investigate the relationship between 22 elementary pre-service teachers’ (PSTs) personal beliefs and knowledge of world religions and their teaching of world religions during a field experience. Quantitative data sources included the PEW Research Center’s U.S. Religious Knowledge Survey and the Santa Clara Strength of Religious Faith Questionnaire. Qualitative data sources included pre- and post-lesson interview transcripts, lesson observations, and PST lesson plans and reflection journals. None of the PSTs altered their religiosity throughout the semester, though the PSTs’ knowledge of world religions increased significantly (67% to 71%). Knowledge of world’s religions is crucial for quality social studies teaching, as teachers with high self-efficacy tend to be more effective.

Authors

• Derek L. Anderson, Northern Michigan University

• Tanya Cook, Northern Michigan University

• Holly Mathys, Northern Michigan University